Instructional Services

Who are we and what do we do?

We're librarians who offer instruction and assistance through one-on-one consultations
and instructional sessions. We believe that student success depends on making the most of the library's resources.
We also want faculty to know how to easily access and use the information they need
for teaching and research.

Instructional Services Offered

Mission Statement

The Instructional Services Division leads the library in reaching across the university
to promote information literacy and continuous learning. The IS division collaborates
with other campus organizations and programs to support research and learning. The
IS division personalizes students’ research experiences to help them achieve academic
success. Members of the IS division are professionally active working with colleagues
on state and national levels to keep abreast of current trends and latest issues in
the profession.

Goals

Maintain a welcoming atmosphere in the library

Establish more user-centered reference services

Expand instruction programs

Create a more active liaison program

Contribute to campus RPG improvement efforts

Assess and review these goals in June of each year

LIBR 2100

LIBR 2100: Information Literacy and Research (formerly LIBR 1101: Academic Research
and the Library) is a two-hour credit course taught by university librarians. Open
to all undergraduates, this class fulfills section B2 of the core curriculum. Each
semester, the library offers online and face-to-face sections of the course. 100%
online sections are not required to come to campus. Students in online sections will
need regular access to an Internet-capable computer.

Librarians are here to help you with all stages of your research. We can help you
focus your topic, pick the right databases, search more effectively, and track down
useful materials of all types at Ingram Library and beyond.

1. I’ve heard librarians use the term “Information Literacy” before. What does this
term mean?

‘Information Literacy’ is a term used widely in library circles but can often be unfamiliar
to our non-librarian collaborators. Put simply, it is the ability to “locate, evaluate,
and use” information. It is the concept at the heart of most of our library instruction
efforts. What this means for library instruction for your classes is that we like
to think holistically about how students interact with information and structure our
sessions around more than just the mechanics of searching in databases and sifting
through library resources. We want all students to be information literate, which
means knowing how to find things, but also how to decide whether something is appropriate
to use, and also how to use the information they’ve found to construct evidence-based
arguments.

2. What is a liaison librarian?

Each department has one or two librarians that are assigned to that department as
its “liaison”. Among other things, this librarian is in charge of ordering materials
and facilitating library instruction sessions for this department. The liaison librarian
is assigned to specific departments because they know how to do research specific
to that discipline. In fact, several liaison librarians have graduate degrees in the
disciplines to which they liaise.

3. How do I request an instruction session with a librarian for my class?

We prefer to visit classes that have some kind of research project, and we’ve found
that we are most effective when our sessions are purposefully aligned to a stage of
a research process (topic formation, gathering background information, searching for
resources, evaluating resources, etc) as opposed to giving a general orientation of
the library and its resources. When possible, we like to meet with the instructor
beforehand to brainstorm a lesson plan together that complements what is going on
in the course.

So that we can plan an effective lesson for your class, please request instruction
sessions two weeks in advance.

4. How often can a librarian visit my class?

When possible, meeting with classes more than once in a semester is generally good
practice; it allows us to follow up with students, build relationships, and help address
issues that arise at different points in the research process. Your liaison librarian
is happy to work with you to come up with a schedule.

5. Can I bring my class into the library for an instruction session?

We try to schedule instruction sessions in the library, but we are limited in how
many students we can accommodate in our instructional spaces. If your class is too
large to meet in an available library classroom, we will try to work out some other
solution – meet somewhere other than the library, split the class between two spaces
(if two classrooms and two librarians are available at that time), or meet with half
of the class at a time (half comes to the library Monday, the other half on Wednesday).

6. What kinds of things can a librarian teach in an instruction session?

In a 50 or 75 minute session, we can only cover so much information well, so we ask
that instructors only choose at most two (2) of these topics. That said, if there
is a topic you’d like an instruction librarian to cover outside of these options,
feel free to ask. Among other topics, we’ve done sessions in the past on integrating
sources, citation management software, and critical thinking.

7. What resources does the library have on citation and academic integrity?

8. What does an instruction librarian do?

We actually get this question all the time, and are happy to answer it because our
job descriptions are probably a little different than what most people expect of a
“librarian.” We don’t shelve books or shush people, for one!

Our main job, really, is teaching. We teach several sections of our credit-bearing
course LIBR 1101 (Academic Research and the Library) each year, and we work with our
liaison departments to do library instruction sessions for specific classes. Librarians
in the Instructional Services department are tenure-track faculty members, which means
we do research, present, and publish like any other faculty member. Our research largely
focuses on pedagogy and critical thinking, and we are active in the teaching and learning
community in higher education.

9. Where can I learn more about the interactive game Adventures in Research?